Jennifer L Prisco1, Philip M Hritcko2, Brett Feret3, Mark L Yorra4, Noreen E Todd5, Cathy Basile6, Kara Bonaceto7, Rita Morelli8, Nicole Carace9, Andrew Szumita10. 1. MCPHS University School of Pharmacy, 179 Longwood Avenue, Boston, MA 02115, United States. Electronic address: Jennifer.prisco@mcphs.edu. 2. University of Connecticut School of Pharmacy, 69 North Eagleville Road, Storrs, CT 06269, United States. Electronic address: philip.hritcko@uconn.edu. 3. University of Rhode Island College of Pharmacy, 7 Greenhouse Road Fogarty Hall, Kingston, RI 02881, United States. Electronic address: bferet@uri.edu. 4. Northeastern University School of Pharmacy, 360 Huntington Avenue, Boston, MA 02115, United States. Electronic address: m.yorra@neu.edu. 5. University of Saint Joseph School of Pharmacy, 1678 Asylum Avenue, West Hartford, CT 06117, United States. Electronic address: ntodd@usj.edu. 6. MCPHS University School of Pharmacy, 179 Longwood Avenue, Boston, MA 02115, United States. Electronic address: cathy.basile@mcphs.edu. 7. MCPHS University School of Pharmacy, 19 Foster Street, Worcester, MA 01608, United States. Electronic address: kara.bonaceto@mcphs.edu. 8. MCPHS University School of Pharmacy, 179 Longwood Avenue, Boston, MA 02115, United States. Electronic address: rita.morelli@mcphs.edu. 9. MCPHS University School of Pharmacy, 1260 Elm Street, Manchester, NH 03101, United States. Electronic address: Nicole.carace@mcphs.edu. 10. MCPHS University School of Pharmacy, 179 Longwood Avenue, Boston, MA 02115, United States. Electronic address: andrew.szumita@mcphs.edu.
Abstract
OBJECTIVE: To compare and contrast experiential education perceptions of pharmacy residency program directors (RPDs) and doctor of pharmacy students in their last year of the curriculum for residency application considerations. METHODS: The New England Regional Departments of Experiential Education (NERDEE) consortium developed a 17-question survey to assess residency factors, including those related to experiential education. The survey was dispersed to advanced pharmacy practice experience (APPE) students from six colleges/schools of pharmacy and RPDs nationwide. RESULTS: Students have different values on experiential preferences compared to RPDs. Sample findings include internal medicine and specialty clinical elective experiences prior to American Society of Health-System Pharmacists (ASHP) Midyear were extremely important to important for students, while RPDs viewed these experiences as somewhat important at best (p < 0.02). The majority of RPDs (67%) have no APPE schedule preference, while most students (77%) feel that certain APPE schedules may influence acceptance into residency. CONCLUSION: Based on findings, information outlined can be used to dispel and/or validate common beliefs held by students regarding experiential factors that help or hinder a successful postgraduate year 1 (PGY1) residency match.
OBJECTIVE: To compare and contrast experiential education perceptions of pharmacy residency program directors (RPDs) and doctor of pharmacy students in their last year of the curriculum for residency application considerations. METHODS: The New England Regional Departments of Experiential Education (NERDEE) consortium developed a 17-question survey to assess residency factors, including those related to experiential education. The survey was dispersed to advanced pharmacy practice experience (APPE) students from six colleges/schools of pharmacy and RPDs nationwide. RESULTS: Students have different values on experiential preferences compared to RPDs. Sample findings include internal medicine and specialty clinical elective experiences prior to American Society of Health-System Pharmacists (ASHP) Midyear were extremely important to important for students, while RPDs viewed these experiences as somewhat important at best (p < 0.02). The majority of RPDs (67%) have no APPE schedule preference, while most students (77%) feel that certain APPE schedules may influence acceptance into residency. CONCLUSION: Based on findings, information outlined can be used to dispel and/or validate common beliefs held by students regarding experiential factors that help or hinder a successful postgraduate year 1 (PGY1) residency match.